What CCSS is NOT • … just having students read and write more • … assigning more vocabulary words to look up and write definitions for • …asking the same old questions from SCOS using more NF. • … giving students Venn diagrams and sentence diagramming assignments in social studies to “integrate” • …assigning more writing where the teacher edits, grades, and files it in a portfolio. “Reading like a detective, writing like a reporter.” Shift #1 High Quality Texts in a Wide Variety of Genres...especially Using a 50/50 Balance of Fiction and Nonfiction 4 SHIFT #1 50/50 Fiction and Nonfiction…Variety of Genres What the Student Does… What the Teacher Does… *build content knowledge through reading high quality texts *provides students with 50/50 fiction/nonfiction text balance *finds evidence *exposed to the world through reading *handles primary source documents *makes connections across disciplines *scaffolds informational texts *models the use of a variety of comprehension strategies *teaches through and with informational texts by having students read the text and not just summarize or lecture an overview of it Shift #2 Reading & Writing Grounded in the Text Text-based Evidence Writing from Sources 6 Shift #2 SHIFT #2 Reading and Writing Grounded in the Text What the Student Does… *Finds evidence to support their answer What the Teacher Does… *Facilitates text based questions and gives students time to write about texts *Creates their own judgment or opinion from facts in the text *Encourages students to spend time in the text and reread *Reads text more than once *Uses questioning to help students analyze the text *Compares multiple sources *Provides opportunities for students to argue a point and share their conclusions and opinions “Because“… is the magic word because it tells everyone where your answer is coming from. It's not your answer, it's the reason for your answer, it's the evidence for your inference, or the schema for your predication. Teachers model how to ask questions and show thinking! Shift #3 Regular Practice with Complex Texts and its Academic Vocabulary Tier 3: Precision Vocabulary Text Complexity Tier 2: Descriptive Vocabulary Tier 1: Basic and General Vocabulary Academic – Tier 2— Vocabulary 12 SHIFT #3 Text Complexity and Academic Vocabulary What the Student Does… •Rereads •Able to work through frustration when engaged with challenging text •Uses academic vocabulary and content specific vocabulary •Learns and uses new vocabulary from text read What the Teacher Does… •Exposes students to complex text in a variety of genres •Uses shorter texts and teaches students power of rereading •Provides scaffolding and strategies for accessing high level text •Teaches fewer words more deeply Tier 2 Words Examples 1) surface 2) package 3) lean 4) distance 5) mostly 6) certain 7) lost 8) 9) 10) 11) How to determine which words to teach: Students are likely to see the word often in other texts and across domains/content areas. The word will be useful in students’ writing. The word relates to other words or ideas that the students know or have been learning. Word choice has significance in the text. The context of the text does not provide enough information for students to infer the meaning of the word. The word has multiple meanings that are high frequency. Old Style of Questions New CCSS of Questions What are some differences you notice in the new questions? In the first two paragraphs, two sentences let us know the author is questioning the wolf’s reputation. Identify the sentences and discuss what about those sentences helps readers know the author’s intent? 17 In paragraphs 3-5, what sentence confirmed for you your prediction about the author’s intent? What is there about the author’s choice of words that helps readers know his intent? What are the positive qualities of a wolf? (Remember to cite specific evidence). Why does the author contrast people loving dogs but disliking wolves? 18 What argument is the author making? The word “adaptable” means able to change to fit different circumstances. How does the writer show us the wolf’s adaptability? Before teaching, go into the text and look for concepts your students will not understand and identify how you would scaffold for those concepts. 19 Student created wall chart to describe the scientific terms on page 7 BODY PART: NEURONS GLIAL CELLS Special messenger cells Outnumbers neurons 10 to 1. WHAT DOES IT DO? Carries signals back and forth WHAT PURPOSE DOES IT SERVE? It is how our brain communicates with the other parts of our body. Supports neurons by 1) supplying nutrients and other chemicals, 2) repairing the brain after injury, and 3) attacking invading bacteria TEXT-BASED DISCUSSION QUESTIONS: What is a messenger? What does a messenger do? The text tells us our bodies have special cells with a special role or purpose. Describe those cells and how they work in our bodies. Refer back to the text or the wall chart if you need to. What might happen if our bodies did not have neurons or glial cells? 20 How do you tempt students into reading hard text for long periods?? • Set up situations in which students need information, cool science experiment—they have to read to do! • Set up an earthworm box or tadpole tank-only students who get their “license” by answering questions from complex text can care of the creatures! • Leave out magnets and items to experiment with as well as texts/articles about magnets. • Articles about weird, scary, gross, surprising topics! HOW CAN YOU DO THIS IN YOUR CLASSROOM? 21 Shift #1 Read 50/50 F/NF Digging Deep…by reading like a detective and writing like a reporter! Shift #2 Text Evidence Expository Teaching the READER, not the reading! Shift #3 Complex Text & Tier 2 Vocabulary Persuasive Close reading in all genres! Narrative Wiki Online Sharing •PCS Wiki’s •Common Core Resource Page •Curriculum Maps http://pcskindergarten.pbworks.com http://pcs2ndgrade.pbworks.com http://pcs3rdgrade.pbworks.com http://pcs4thgrade.pbworks.com http://pcs5thgrade.pbworks.com http://pcsesccpd.pbworks.com Instructional Planning Checklist (Unit/Lesson Plan) Has Essential Question(s) Has Essential Understandings (The student knows/understands) Has Strategic Interdisciplinary Connections (all contents areas plus the arts) Clearly Identifies the Learning Outcome (What the student can do ) Has Pre-Assessment(s) Has Formative Assessment(s) with Learning Targets Clear Connection to Summative Product/Assessments Has Rubrics Connected to Summative Product/Assessments with specific skill goals based on assessment results Has differentiation Has engaging activities connected to accomplish the Summative Product/Assessment Has resources clearly identified and connected to Common Core/Essential Standards using 21st Century Skills/Future Ready Skills Includes purposeful writing Uses self-directed, collaborative and group learning/sharing Long Term Planning Best Practices •Has a balance of fiction and nonfiction •Has no less than 20% of complex text with close reading •Has daily opportunities for critical thinking and problem solving skills •Includes Active Learning Strategies to promote student engagement •Has a variety of instructional methods to meet the Learning Styles of students •Holds students to High Expectations •Has the opportunity for self-directed, collaborative and group learning/sharing Lesson Plan Checklist Small Group Sorting Activity Click on Wiki Links below to show sample weekly or unit lesson plan templates— you can also pull up examples of your own unit to share. http://pcskindergarten.pbworks.com http://pcs2ndgrade.pbworks.com http://pcs3rdgrade.pbworks.com http://pcs4thgrade.pbworks.com http://pcs5thgrade.pbworks.com http://pcsesccpd.pbworks.com *THREE SHIFTS Resources are now available on the grade level wikis below the lesson plan template links. •Teachers will be working on writing rubrics together as a county by grade levels on the first PD day – September 28th. They will need to bring a class set of writing papers to grade (with the rubrics they create) that afternoon!